The literature suggests that assessment is a powerful tool for influencing student study habits. It is also recognized that there is a tension between traditional forms of assessment and newer forms of assessment that offer a more authentic representation of practice, but are more complex and expensive to administer. The international trend in undergraduate engineering course accreditation to move to demonstration of attainment of graduate attributes poses new challenges in assessment of learning. A case study based on integrating assessment practices across the year levels of an engineering management studies stream in an undergraduate course is presented. Key features of the assessment portfolio include: the use of assessment in the first year as a foundational tool to establish student study habits and skills; the evolution of assessment tasks by the fourth year to reflect the world of professional practice and to allow students to demonstrate their integration of knowledge and skills; the weighting of assessment tasks to indicate the value attached to particular tasks; the structured inclusion of group work; a concern for student and staff workloads; the recognition of student diversity, in particular the needs of off-campus and mature-age students; and the matching of assessment tasks to professional accreditation requirements.

Notes

This is an electronic version of an article published in Palmer, Stuart 2004-06, Authenticity in assessment: reflecting undergraduate study and professional practice, European Journal of Engineering Education, vol. 29, no. 2, pp. 193-202. European Journal of Engineering Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=0304-3797&volume=29&issue=2&spage=193

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